International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Goodnough Karen
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7 items
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The main goal of this self-study was to determine the extent to which an instructor's pedagogical knowledge and practice would be enhanced though the use of Just-in-Time Teaching. The findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge. The JiTT activities allowed the instructor to assess easily the prior understandings of her students so that she could better address any misconceptions or gaps in their science knowledge. The in-class follow-up to each activity also forced the instructor to expand her understanding of instructional methodologies. Finally, the findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge.
Published: 2011
Updated: Dec. 01, 2013
2
This study focused on the experiences and perceptions of 12 teacher candidates as they completed a six week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural communities influence teacher identity; and (c) ascertain if living and teaching in rural communities affect teacher candidates' willingness to accept future teaching assignments in rural communities.
Published: 2011
Updated: Jul. 30, 2012
3
This qualitative, phenomenological study focused on understanding the lived experiences of 10 teachers before, during, and after engaging in action research. Outcomes revealed that several aspects of teacher identity and classroom practice were changed.
Published: 2011
Updated: Feb. 08, 2012
4
The main purpose of this research was to examine how conceptions of teacher knowledge and learning emerged within a collaborative action research community. This study occurred over a 3-year period from 2004 to 2007 and involved over 50 teachers from three different school districts. However, the article highlights the experiences and learning of one of those teachers, Katrina. The experiences of Katrina provide detailed insight into the nature of learning within an action research community of practice. This learning reflects many of the characteristics of the “knowledge-of-practice” conception.
Published: 2010
Updated: May. 19, 2011
5
Using data from a three-year action research project, the author examines how action research may be used to promote and support teacher identity construction and reconstruction. More specifically, the author examines how modes of belonging were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers’ identities are formed and reformed in the context of teacher-centred action research.
Published: 2010
Updated: Jun. 29, 2010
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In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. A variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK).Implications for how teachers may be supported when adopting instructional innovations are discussed.
Published: 2009
Updated: Nov. 16, 2009
7
Exploring A Triad Model of Student Teaching: Pre-service Teacher and Cooperating Teacher Perceptions
In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience. The main objectives of the study were: 1. to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model; 2. to describe the co-teaching models that would emerge during this experience.
Published: 2009
Updated: Mar. 30, 2009